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Direct linkLai, Mun Yee; Kinnear, Virginia; Fung, Chun Ip – International Journal for Mathematics Teaching and Learning, 2019
This is a position paper in which we argue for "Teaching for Mathematising" as a pedagogy that supports teaching mathematics for understanding in primary school. Mathematics education in Australia currently emphasises teaching for mathematical understanding, a shift that redirects children's learning from merely memorising computation…
Descriptors: Mathematics Instruction, Elementary School Mathematics, Comprehension, Knowledge Level
Flores, Margaret M.; Hinton, Vanessa M. – Education and Treatment of Children, 2019
Recent multiplication with regrouping research shows that the combination of the concrete-representational-abstract (CRA) sequence and the Strategic Instruction Model (SIM) has been effective in several studies. More evidence is needed to demonstrate CRA-SIM's effectiveness across settings and students. Therefore, the purpose of this study was to…
Descriptors: Elementary School Students, Student Improvement, Multiplication, Mathematics Skills
Lewis, Robert – Australian Mathematics Teacher, 2016
When dividing one fraction by a second fraction, invert, that is, flip the second fraction, then multiply it by the first fraction. To multiply fractions, simply multiply across the denominators, and multiply across the numerators to get the resultant fraction. So by inverting the division of fractions it is turned into an easy multiplication of…
Descriptors: Fractions, Multiplication, Teaching Methods, Mathematics Instruction
Karp, Karen S.; Bush, Sarah B.; Dougherty, Barbara J. – Mathematics Teaching in the Middle School, 2015
Many rules taught in mathematics classrooms "expire" when students develop knowledge that is more sophisticated, such as using new number systems. For example, in elementary grades, students are sometimes taught that "addition makes bigger" or "subtraction makes smaller" when learning to compute with whole numbers,…
Descriptors: Mathematics Instruction, Secondary School Mathematics, Middle School Students, Standards
Drake, Jill Mizell; Barlow, Angela T. – Teaching Children Mathematics, 2008
When the word problems of forty-five sixth-grade students were examined, multiple levels of understanding and misunderstanding multiplication were exposed. The purpose of this article is to demonstrate the potential of problem writing as a technique for assessing the depths of students' mathematical understandings. Discussions include sample…
Descriptors: Word Problems (Mathematics), Mathematics Instruction, Multiplication, Grade 6
Peer reviewedQuintero, Ana Helvia – Arithmetic Teacher, 1985
Analyzes multiplication word problems to identify the origin of children's difficulty. Emphasis is given to problems involving the concept of combination. (JN)
Descriptors: Comprehension, Concept Formation, Concept Teaching, Elementary Education
Smith, Stephanie Z.; Smith, Marvin E. – School Science and Mathematics, 2006
This article summarizes the basic concepts of multiplication and provides some evidence that the traditional third-grade curriculum and instruction emphasizing memorization of multiplication facts produces much less understanding of the basic concepts of multiplication than a standards-based curriculum and instruction emphasizing construction of…
Descriptors: Multiplication, Elementary School Students, Elementary School Mathematics, Mathematics Curriculum
